it is suitable for those trainee teachers that took child's development course

1. TEACHERS
IMPLICATIONS ON VYGOTSKY’S THEORY
MUHAMMAD HAZIM BIN MISWAN
MUHAMMAD FIRDAUS BIN KHALID

2. CLASSROOM APLICATIONS
• Knowing both levels ofVygotsky’s zone is useful for
teachers, for these levels indicate where the child is at a
given moment as well as where the child is going.
• According toVygotsky, for the curriculum to be
developmentally appropriate, the teacher must plan
activities that encompass not only what children are
capable of doing on their own but what they can learn
with the help of others (Karpov & Haywood, 1998).
• Teachers can use information about both levels of
Vygotsky’s zone of proximal development in organizing
classroom activities.

3. EXAMPLES
• Hints and prompts that helped children during the assessment
could form the basis of instructional activities.
• Cooperative learning activities can be planned with groups of
children at different levels who can help each other learn.
• Scaffolding (Wood, Bruner, & Ross, 1976) is a tactic for helping
the child in his or her zone of proximal development in which the
adult provides hints and prompts at different levels.
• In a high school laboratory science class, a teacher might
provide scaffolding by first giving students detailed guides to
carrying out experiments, then giving them brief outlines that
they might use to structure experiments, and finally asking
them to set up experiments entirely on their own.

4. Teachers and Social Development
Theory with Technology
• Technology can be used to facilitate learning within the
Zone of Proximal Development(ZPD).
• Online activities and projects can encourage the co-
operation of students even when not in the classroom.
• Teachers can use videos and interactive worksheets to
engage their students and assist them through
scaffolding.

5. Teachers and Social Development
Theory without Technology
• Even without technology, the basic ideas are the same.
• Students work better in groups according toVygotsky,
so group projects from art all the way to presentations
on the latest math systems learned are a great way to
get kids learning.
• Scaffolding can be done with real world objects and
interactions, not just technological ones.

6. ADDITIONAL INFORMATION
• Teachers should emphasis on social interactions.
• Teachers should encourage self-talk.

7. THANK YOU